Introduction
.Scientific approach and the problem of schoolchildren’s learning motivation
.Specifics of history lessons in high school. Features of educational activities of high school students
Age characteristics of educational activities of high school students
Analysis of the experience of teaching activities aimed at updating the motives of teaching
Conclusion
Bibliography
Introduction
The relevance of research.
In conditions of profound transformations various fields public life country, there is an increasing need for knowledge of the history of the younger generation, capable of understanding, appreciating and transforming their practical activities the world. It has great value, this justifies the education of society. This important pedagogical task has a clearly expressed universal humanistic orientation, and today teachers pay more attention to a particular child and the formation of his personality. On modern stage development of our society, the education system, including the secondary school, needs significant updating and improvement. First of all, this concerns the organization of the educational process, in particular, the construction of lessons in order to develop interest in studying history. Therefore, the activities of a teacher today should be aimed at creating conditions at school in which the child would feel comfortable and be individually focused on own capabilities.
Meanwhile, such attitudes are not always implemented in the current system of educational training for schoolchildren. The existing content of a number of educational subjects today, the practical conditions for the implementation of educational tasks, the linkage of the very methods of teaching school disciplines with one or another didactic concept do not always correspond to the formation of active creative educational activity of schoolchildren both in the primary and secondary levels of secondary schools. This applies to various areas of pedagogical influence on the student, both in relation to the formation of learning motivation in general, and in relation to the development of interest in individual subjects in particular.
Now, in the age of information technology, people have lost the desire to know their past. Public literacy in matters of history is now at a very low level. History in schools begins to be studied from primary classes Naturally, all studying comes down to reading chapters from the book and writing a test. Another question is whether the students remember anything. As practice shows, studying history from books is not very effective, because there is a lack of clarity: drawings, diagrams, tables. Children find it difficult to read and absorb large amounts of information, so for the most part they have no interest in this subject. The situation in Lately started to improve, though information Technology stepped forward and began publishing atlases on various historical topics, brochures with tables, and CDs with short scientific films. In general, the situation in the country has been improving recently; interest in history has increased due to the fact that Russian film distribution has begun to release historical films, which greatly facilitates the study of history, but this is not enough due to the lack of funding for the film industry.
In addition to historical cinema, it is necessary to modernize the principles of teaching history in schools. To make history lessons more visual, it is necessary to provide lessons with interactive material, for example, great people in history, etc. This is primarily the technical side of the issue: interactive whiteboards, media projectors, Internet access, etc. Teachers should also prepare more thoroughly for lessons, give not only lectures, but also show everything clearly on atlases and diagrams, so that children can organize information more compactly. It is necessary to give students the opportunity to prepare presentations or some kind of game performances on various topics. And if there is a school theater, then stage as many plays or productions as possible on various topics from history. Organize more Olympics. For greater clarity, teachers should organize excursion trips.
The above allows us to state that in the theory and practice of modern didactics and specific methods of teaching certain school disciplines, including history, there is also a research problem. It consists in identifying, describing and understanding general and specific pedagogical conditions and adequate methodological tools that can contribute to the activation of schoolchildren’s educational activities, the formation and increase of positive motivation for learning in their history lessons.
It cannot be said that this problem - in one or another of its aspects - has not been posed in the scientific literature, both in a general theoretical and in a specific historical and pedagogical sense.
In domestic pedagogy - in the works of M.A. Danilov, A.S. Makarenko, V.A. Sukhomlinsky and others - general pedagogical provisions for the formation of motivation for schoolchildren’s learning have been developed as an integral component of the comprehensive development of the individual. Theoretical questions of the structure and development of the motivational sphere of personality are also widely presented in the works of psychologists B.G. Ananyev, L.I. Bozhovich, A.N. Leontyev, S.L. Rubinstein, P.M. Yakobson and others. Foreign scientists B. Weiner, D. Bruner, T. Novatsky, K. Tomashevsky, H. Heckhausen and others made a great contribution to the theory of motivation.
G. I. Shchukina expresses the opinion that the actualization of emotions in schoolchildren (especially junior and middle grades) is facilitated by didactic games, developing cognitive activity. It also significantly clarifies the factors for activating learning, thereby concretizing it as a problem of forming schoolchildren’s learning motivation by means of cognitive activity, which has a pronounced emotional overtones.
The famous psychologist A.K. Markova gave a definition of the direction of the modern pedagogical process, which she interprets as “the influence of collective forms of educational activity on the motivation of learning.” She believes that this is mainly due to teachers’ attempts to intensify the educational process and make students’ educational work more effective.
Summarizing the above, we can conclude that many scientists and specialists paid considerable attention to the issues of motivation for schoolchildren’s learning, attached special importance to integrated and complex forms of education, highlighted and emphasized the importance of history in the process of upbringing and education.
However, it can be stated that to date, many of the listed problems have not been fully resolved: the features of the impact of various types of historical facts on the development of students in a single subject complex have not been studied; the possibilities of complex influence on students in teaching practice are used chaotically - from case to case; Little use is made of such active forms of activity in history lessons as games, expressing one’s own opinion, theatrical performances, etc., which are most to a greater extent form the motivation for schoolchildren’s learning. Despite its great significance and the existing individual developments of specialists on this issue, the specific task of creating conditions for the implementation of these developments in history lessons in pedagogical science, including modern science, has not been set for a long time. In addition, organizational issues of implementing new pedagogical conditions and using methodological means adequate to the assigned tasks have not been fully resolved, such as: training personnel for relevant pedagogical activities, the availability of the necessary material and technical equipment of educational institutions, organization specific forms carrying out the work. All of the above has led to the relevance of the study of this topic.
The purpose of this work:identify and justify the pedagogical conditions for the formation of learning motivation for high school students in history lessons.
Object of work:the process of forming learning motivation for high school students in history lessons.
Subject of work:a complex of pedagogical conditions and methodological means of forming learning motivation for high school students in history lessons.
In accordance with the problem being studied, the purpose, object and subject of the study, the following tasks were set:
.To identify the features of the formation of learning motivation for high school students in history lessons.
.To theoretically substantiate and experimentally test the effectiveness of pedagogical conditions for the formation of schoolchildren’s learning motivation in history lessons.
.To determine a set of personality-oriented pedagogical means that ensure the implementation of the conditions for the formation of learning motivation for high school students.
1. Scientific approach and the problem of schoolchildren’s learning motivation
Motivation is one of fundamental problems both domestic and foreign psychology. Its significance for the development of modern psychology is associated with the analysis of the sources of human activity, the driving forces of his activity, and behavior. The answer to the question of what motivates a person to activity, what is the motive, for the sake of which he carries it out, is the basis for its adequate interpretation. When people communicate with each other, then, first of all, the question arises about the motives, motivations that pushed them to such contact with other people, as well as about the goals that they set for themselves with more or less awareness. In the very in general terms A motive is something that determines, stimulates, and induces a person to perform any action included in the activity determined by this motive. The complexity and diversity of the problem of motivation determines the multiplicity of approaches to understanding its essence, nature, structure, as well as methods for studying it. S. L Rubinstein noted: “in order for a student to truly get involved in work, it is necessary to make the tasks posed during educational activities not only understandable, but also internally accepted by him, that is, so that they acquire significance and are thus found , response and reference point in his experience. The level of consciousness is significantly determined by how personally significant for the student turns out to be what is objectively and socially significant.” It is important to emphasize that the main methodological principle defining the research of the motivational sphere in Russian psychology is the position on the unity of the dynamic (energy) and content-semantic sides of motivation.
In Russian psychology, motivation is considered as a complex multi-level regulator of human life - his behavior and activities. The highest level of this regulation is consciously - volitional. V.G. Aseev notes that the human motivational system has a much more complex structure than a simple series of given motivational constants. It is described by an exceptionally wide sphere, including automatically carried out attitudes, current actual aspirations, and the area of the ideal, which in this moment is not actually active, but performs an important function for a person, giving him that semantic perspective for the further development of his motivation, without which the current worries of everyday life lose their meaning. All this, on the one hand, allows us to define motivation as a complex, multi-level heterogeneous system of incentives, including needs, motives, interests, ideals, aspirations, attitudes, emotions, norms, values, etc., and on the other hand, to talk about multimotivation of activity, human behavior and the dominant motive in their structure. There are significant differences between various schools of modern psychology in some specific details related to the interpretation of the concept of “motive”. It can be said that the very definition of “motive” poses a certain scientific problem. Some understand motive as a mental phenomenon that becomes an incentive to action. Others are a conscious reason underlying the choice of actions and behavior of an individual.
It is also believed that a motive is something that, reflected in a person’s consciousness, serves as an incentive to activity and directs it to satisfy a specific need. At the same time, they emphasize that the motive is not the need itself, but the object of the need. General position the connection between motives and the category “need” is in most cases not debatable, although there are discrepancies here too. So radical, at first impression, is the statement that needs are not motives. However, when revealing this thesis, they usually insist that the motives are not the needs themselves, but objects and phenomena of objective reality. This position no longer seems so radical. In the theory of motivation developed by Russian psychology, the point of view has become widespread, according to which a motive should be understood as a specific need. Thus, a sharp contrast between the categories “need” and “object” is hardly advisable. Author of the psychological concept of activity A.N. Leontyev noted that the object of activity, being a motive, can be both material and ideal, but the main thing is that there is always a need behind it, that it always meets one or another need. The interpretation of motive correlates this concept either with a need (drive) (A. Maslow), or with the experience of this need and its satisfaction (S.L. Rubinstein), or with the object of the need (A.N. Leontyev). The most complete definition of motive is proposed by one of the leading researchers of this problem - L.I. Bozovic. According to his theory, a motive is what an activity is carried out for, “objects can act as a motive outside world, ideas, ideas, feelings and experiences.
In a word, everything in which the need has found its embodiment.” This definition of motive eliminates many contradictions in its interpretation, where the energetic, dynamic and substantive sides are combined. The broadest concept is the motivational sphere, which includes both the affective and volitional spheres of the individual. In a general psychological context, motivation is a complex union, an “alloy” of the driving forces of behavior, which reveals itself to the subject in the form of needs, interests, drives, goals, and ideals that directly determine human activity. Motivational activity or motivation in the broad sense of the word from this point of view is understood as the core of personality, to which its properties such as direction, value orientations, attitudes, social expectations, aspirations, emotions, volitional qualities and other socio-psychological characteristics are “pulled together.” Thus, it can be argued that, despite the diversity of approaches, motivation is understood by most authors as a set, a system of psychologically heterogeneous factors that determine human behavior and activity.
The structure of the motivational sphere depends on the age and individual characteristics of a person. The age-related development of motivation consists of the emergence of psychological new formations, i.e. qualitatively new features characterizing its higher level. Features of motives and cognitive interests of students different ages are not “fatally inevitable” and necessarily inherent in these ages. At primary school age, wrote A.N. Leontiev, the main motive of learning consists in most cases in the very implementation of learning as an objectively significant activity, because thanks to the implementation of educational activities, the child acquires a new social position. At middle school age, a new type of motive arises, determined by the child’s position in the school itself, the student’s connections with the team increase, and interest in working in school children’s organizations increases.
And finally, at high school age, general social motives turn out to be connected with a wide range of the student’s social life, with preparation for choosing a profession, with the determination of a broad life perspective. Along with this, the development of cognitive motives occurs. At first, children have no expressed interest in the content of lessons and training sessions. At the next stage, interest in training sessions begins to differentiate, and actual educational interests arise. Interest moves from the execution of a learning activity to its content, the tasks that this activity meets, and the ways in which it is performed. If these internal motives for learning are not present, then the interest of schoolchildren is limited to the mark and other important, but external in relation to educational activities, moments. And this, according to A.N. Leontiev, creates some new difficulties: after all, the subordination of one’s actions to a motive that is not related to the very content of the action and does not generate direct interest in it requires the volitional nature of scientific activity. Carrying out learning activities that are driven by the student’s internal motives requires less volitional effort, since it can also be accompanied by involuntary interest. It is important for the teacher to remember that the time when schoolchildren develop a differentiated interest in different aspects of educational work, and especially interest in methods of learning, depends primarily on the effectiveness of educational work. This interest can arise in the middle of primary school age, more often it develops in adolescence, and in some cases does not form even in high school age. The outlined lines of development of social and cognitive motives at school ages are interconnected and form a rich variety of individual development paths and types of learning motivation. Individual manifestations of learning motivation have repeatedly attracted the attention of psychologists.
Features of learning motivation are an important characteristic of the individual style of educational work, which develops in students depending on their real participation and active inclusion in educational activities, individual psychological characteristics of past experience, etc. In order to find the optimal individual approach to nurturing the motivation of each child, it is very important for the teacher to be able to study it in different situations over a number of years. To carry out individual work with students to develop their motivation, it is necessary to remember that each of the motivations can be in a different state, in different degrees of maturity. In teaching, motives can be tangible; each of them can be actually active or create only a potential readiness for action. The basis of the purposeful learning process is, of course, conscious motives. At the same time, learning motivation is also determined by various kinds of attitudes and needs that are not fully realized by the student. This is explained by the fact that awareness of motives is possible at a fairly high level of development of the student’s personality. Answering simple questions from an adult, trying to understand his motives, the child can, nevertheless, name not a motive, but a motivation (in some pedagogical situations, true motives may, for some reason, be deliberately disguised by the student).
Classification of motives:
It is customary to distinguish between two large groups of motives:
) cognitive motives associated with the content of educational activities and the process of its implementation;
) social motives associated with various social interactions of the student with other people. The first large group of motives can be divided into several subgroups:
) broad cognitive motives, consisting in the orientation of schoolchildren towards mastering new knowledge. They also vary in levels. These levels are determined by the depth of interest in knowledge. This may be an interest in new entertaining facts, phenomena, or an interest in the essential properties of phenomena, in the first deductive conclusions, or an interest in patterns in educational material, in theoretical principles, in key ideas, etc.
) educational and cognitive motives, consisting in the orientation of schoolchildren towards mastering methods of acquiring knowledge: interests in methods of independent acquisition of knowledge, in methods of scientific knowledge, in methods of self-regulation of educational work, rational organization of their educational work.
) motives of self-education, consisting in the focus of schoolchildren on independent improvement of methods of acquiring knowledge.
These levels of cognitive motives can ensure that the student has the so-called “achievement motive,” which consists of the student’s desire for success in the course of a constant competition with himself, in the desire to achieve new, increasingly higher results compared to his previous results. All these cognitive motives ensure that schoolchildren overcome difficulties in educational work, cause cognitive activity and initiative, form the basis of a person’s desire to be competent, the desire to be “at the level of the century,” the demands of time, etc.
The second large group of motives - social motives - also falls into several subgroups:
) broad social motives, consisting of the desire to acquire knowledge in order to be useful to the Motherland, society, the desire to fulfill one’s duty, an understanding of the need to learn and a sense of responsibility. Here, the motives of awareness of social necessity and obligation are of great importance. Broad social motives may also include the desire to prepare well for the chosen profession;
) narrow social, so-called positional motives, consisting of the desire to take a certain position, a place in relations with others, to gain their approval, to earn authority from them. These motives are associated with a person’s broad need for communication, the desire to gain satisfaction from the communication process, from establishing relationships with other people, from emotionally charged interactions with them. One of the varieties of such motives is considered to be the so-called “well-being motivation”, which manifests itself in the desire to receive only approval from teachers, parents and friends (they say about such students that their days work only on “positive reinforcement”).
) social motives, called motives of social cooperation, consisting in the fact that the student not only wants to communicate and interact with other people, but also strives to realize, analyze the ways, forms of his cooperation and relationships with the teacher and classmates, and constantly improve these forms. This motive. is an important basis for self-education and personal self-improvement. “...Motivation for learning consists of a number of constantly changing and entering into new relationships with each other (the needs and meaning of learning for a student, his motives, goals, emotions, interests). Therefore, the formation of motivation is not a simple increase in a positive or worsening of a negative attitude towards learning, but the underlying complication of the structure of the motivational sphere, the motives included in it, the emergence of new, more mature, sometimes contradictory relationships between them.” As a rule, actually acting motives grow from conscious motives, i.e. the effectiveness of motives is associated with their awareness. At the same time, the effectiveness of motives is associated with their satisfaction (or dissatisfaction).
If, in the course of studying, a student is constantly satisfied, which is observed when educational work is made easier, for example, with an explanatory-illustrative type of teaching, when ready-made goals are set for students or knowledge is communicated in a ready-made form, with low teacher requirements and inflated grades for students, then this leads to to curtail the activity and effectiveness of the student himself. Constant dissatisfaction with the motivation to learn (in the case of excessive teacher demands, punishing the child with grades) also reduces the effectiveness of the students’ motives. Consequently, the optimal way to influence the motivational sphere apparently consists in a reasonable combination of situations of dissatisfaction with motives, leading to a potentially active state of readiness for educational activity, with the satisfaction of other motives, forming effective motives for learning and creating a positive emotional background. This is a practice-tested approach, when the teacher moves to a new level of difficulty in working with underachieving children after the child has positively realized his motives for learning on simpler material. In addition to the differences in motives in terms of the level of awareness and the degree of their effectiveness, the teacher draws attention to the discrepancy between motives (for different students and for one student at different stages of his development) in emotional tone, their modality - positive or negative. Usually, positive modality is given to motivations that come from the internal needs of the student himself, while negative modality is to motivations rigidly imposed from outside by adults. In the latter case, the motivations may take on the character of “avoidance” motives, when the student learns in order to avoid troubles coming from adults. Positively colored motivation may initially have an episodic nature and only then becomes more stable. The negative modality associated with the manifestation of student dissatisfaction with his work has the right to exist in educational work and can be considered as a stage in the development of motivation. Emotional coloring is one of the parameters of the dynamic characteristics of motives, which also includes the strength of the motive, its intensity and expression, and stability. This is the structure of the motivational sphere of learning, which must be taken into account in the educational process.
Thus, the formation already in the elementary grades of motives that give the child’s further education a meaning that is significant for him, in the light of which his own educational activity would become for him a vital goal in itself, and not just a means to achieve other goals (for example, prestigious or fulfilling the requirements of parents, etc.), is extremely necessary, without which the student’s further education may simply be impossible. There is no hope that such motives will arise on their own. It is important to ensure such a formation of motivation that would support the effective and fruitful educational work of each student throughout all the years of his stay at school and would be the basis for his self-learning and self-improvement in the future.
. Specifics of history lessons in high school. Features of educational activities of high school students
In the process of teaching history, the teacher is obliged to fulfill the educational standard, but at the same time faces serious problems in teaching history:
· Limit the number of hours. The Core Curriculum reduced the number of hours of high school history to 140 hours at the basic level and 280 hours at the major level.
· Increasing the volume of material studied.
· The problem of allocating educational time for mastering factual material, theoretical knowledge and practical work of schoolchildren. The teacher’s desire, on the one hand, to preserve the fundamental nature of history education, and on the other, to introduce a competency-based approach to teaching history.
· The problem of preparing students for final certification. Introduction of the Unified State Exam (the clash between the “knowledge” approach reflected in the Unified State Exam tasks and the requirements in the standard).
In this regard, the teacher faces a problem: how to organize training in order to achieve the goal and solve the tasks set in the educational standard for history? In addition, the introduction of the Unified State Examination in History today increases the requirements for history teachers, especially in high school. The school discipline “history” plays a much larger role in the formation of personality than other school subjects. Its educational effect is great, since the historical material studied from year to year makes it possible to form the moral qualities of the student, to form communicative, analytical, speech and other skills that are most important for every person, the presence of which in the majority of members of societies will help to form a civil society in Russia.
Today there are two approaches to defining the goals of history education.
I approach (traditional)
Goal: to know “facts, facts and, above all, facts” (facts in this case mean events, processes, personalities, etc.). In this case, school history acts as a kind of super task, as an end in itself of education, as a field of scientific (of course, ideally) knowledge, a component of the content of education - what students “must learn”, and the teacher must give (teach schoolchildren). This approach involves the traditional form of a final (entrance) exam aimed at identifying the level of knowledge; and the corresponding tradition of preparing test materials for the Unified State Exam (meaning the first part Unified State Exam materials.
II approach (modern)
History is studied in order to help a young person understand himself, his roots, integrate into the civil, cultural (multicultural) and religious community, and learn to understand the language of culture. In this case, school history acts as a means (tool) of value development, a factor in the moral development of a young person’s personality. Of course, the goals and objectives of history as an educational subject and specifically training course in this case it is much broader. The traditional form of the final (entrance) exam is excluded in this case.
Specific goals for teaching history have been established state standard(2004). They are focused not only on students’ assimilation of a certain amount of knowledge, but also on the development of their personalities, their cognitive and creative abilities.
The main goals of historical education at the present stage:
.The main goal - the education and development of the individual - is carried out on the basis of schoolchildren mastering historical knowledge and the ability to use it while focusing the study of history on social practice. The desire to implement civil-patriotic, moral education students, help schoolchildren form value orientations and beliefs based on personal understanding of the experience of history and modern life in Russia;
.Dividing the goals of historical education into those that can be planned and fairly guaranteed to be achieved through systematic work (students mastering certain educational knowledge and skills), and into goals that are predicted, towards the achievement of which the entire organization of education is aimed, but the reliability of the analysis of the implementation of which in a number of ways reasons (the need to know the everyday behavior of students, assessing long-term results, etc.) is problematic;
.Focus on the socialization of students, the formation of a basis for them to master social roles and basic communicative, political, social competencies.
Based on the goals, the main tasks of historical education have been developed:
· to acquaint students with the body of knowledge about the historical path and experience of mankind, which serves as the basis for the socialization of a person entering life, for understanding the current state of society and possible prospects for its development;
· to develop among schoolchildren ideas about the diversity of reflection and explanation of historical and modern events, skills in working with sources of historical and humanitarian knowledge;
· develop the skills of independent search for scientific knowledge, work with historical material, the ability to compare facts, versions, assessments, development alternatives and the sources of historical information themselves, build your argument in assessing the past;
· to form value orientations and beliefs of schoolchildren on the basis of personal understanding of the social, spiritual, moral experience of people in the past and present, perception of the ideas of humanism, respect for human rights, tolerant attitude towards the culture and historical past of other peoples;
· to comprehensively develop the spiritual culture of schoolchildren, to cultivate the humanistic, democratic, patriotic convictions of a citizen of the new Russia.
The basic principles of history education are contained in the “Concept of History Education...”. Analysis of this document allowed us to identify the main ones:
· Unity of training and education. In the learning process, it is necessary to form the historical consciousness of the younger generation, to cultivate a sense of pride and love for their Motherland.
· Uniformity of requirements for the content and level of training of students, regardless of forms of education, types of educational institutions and their location.
· Development of unified approaches to teaching history at school.
· Scientific objectivity presupposes the most complete and comprehensive analysis of the totality of historical facts, processes and phenomena without preparing them for pre-created and specified schemes.
· Historicism requires considering the historical process from the point of view of where, when, due to what reasons it arose, how it was assessed by contemporaries, how it changed, developed, and what results were achieved in the end.
· Personally-oriented orientation of the learning process based on the latest educational technologies and forms of organization of the educational process.
A teacher is capable of achieving ideal discipline, but without arousing interest, without internal motivation, mastering knowledge will not happen, it will only be an appearance of educational activity. How to awaken in children a desire to learn in history lessons? There are many ways of extrinsic motivation. But the success of educational activities and, ultimately, the quality of education depend on internal motivation. In order to be successful, educational activities must meet the basic requirement - to be a diversely motivated process for both the teacher and the learner. This can be achieved with multiple setups. The student sets the goal of the lesson and the learning task. Students write down the goal in a notebook, and at the end of the lesson, the student himself determines whether he has achieved the goal and sums up the results. Giving the student freedom of choice. Freedom of choice provides a situation where the student experiences a sense of mastery. And having chosen an action, a person feels much more responsible for its results. For example, the topic of the lesson is “ Economic development USSR in the 1930s" students are offered tasks to choose from - compiling a summary of a topic from a textbook, preparing test items on a topic, working on a module, working with documents, solving a problematic issue. Thus, a situation of choice is created when learning new material. Knowledge control will be carried out using multi-level tasks. The first level is a mandatory minimum (test). The main property of this task: it should be feasible for any student. The first level will be mandatory for everyone. The second level is a test with elements of logical thinking. It is performed by students who want to know the subject well and show interest in the subject. The third level is a creative task (composition, work with documents, logical tasks).
The personal orientation of the educational process presupposes the priority of educational and developmental goals of historical education. History not only reveals to the student pictures of the past, but also clearly shows the interconnection of generations and the role of historical heritage in modern life. The ability to understand the causes and logic of the development of historical processes opens up the opportunity for a meaningful perception of the entire diversity of ideological, sociocultural, ethnonational, and confessional systems that exist in the modern world. Thus, a readiness for constructive interaction with people of different beliefs is formed, value orientations And social status. As historical thinking develops, the picture of the world formed by schoolchildren under the influence of the entire educational process acquires special depth and direction. The idea of the historical roots of existing social norms and ideological values, of the historical experience of their own people and all of humanity allows schoolchildren to more clearly and consciously define their own identity, to consider it as an element of a historically established civil, ethnocultural community. The personal self-identification of adolescents turns out to be closely connected with the perception of national cultural and historical traditions, as well as self-determination in the social space of modern Russian society, and the formation of national identity. Thus, the system of historical education is designed to promote the development of the humanitarian culture of schoolchildren, their familiarization with the values of national and world culture, strengthening motivation for social cognition and creativity, nurturing personally and socially demanded qualities, including citizenship, democracy, and tolerance.
In history lessons, motivation is developed in the education of citizenship, national identity, the development of students’ worldview beliefs based on their understanding of historically established cultural, religious, ethnonational traditions, moral and social attitudes, and ideological doctrines; development of the ability to understand the historical conditionality of phenomena and processes modern world, determine one’s own position in relation to the surrounding reality, correlate one’s views and principles with historically emerged ideological systems; mastering systematized knowledge about the history of mankind, forming a holistic idea of the place and role of Russia in the world historical process; mastering the skills and abilities of searching, systematizing and comprehensive analysis historical information; the formation of historical thinking - the ability to consider events and phenomena from the point of view of their historical conditionality, compare different versions and assessments of historical events and personalities, determine one’s own attitude to debatable problems of the past and the present.
3. Age characteristics of educational activities of high school students
motivation high school student teaching history
Students aged 15-16 years are entering the period of adolescence. Is there a psychological specificity of mastering educational material by older schoolchildren that distinguishes this process from the previous and subsequent stages of learning? This question is far from idle. The fact is that after stormy, spasmodic moments of intense physical and mental development in adolescence, students entered a smoother and “calmer” phase. Typically, the age-related characteristics of development here do not appear as prominently and brightly as before, being largely obscured by typological properties and individual characteristics personality. At this age, motivation performs several functions: it stimulates behavior, directs and organizes it, and gives it personal meaning and significance.
Meanwhile, the age specificity of this period of development is very clear. It affects all aspects of learning and school life of high school students.
What should a teacher especially highlight in the age characteristics of high school students in order to correctly orient their teaching activities? A modern high school student is a product of modern life; he is complex, interesting, contradictory. During this period, an important motivational area in educational activities is interest in learning.
At high school age, the physical maturation of an individual is completed. In terms of their physical development, today's schoolchildren of 17 years old correspond to young people of 22 years old in the 30s.
In terms of mental development, this age does not show any qualitative new formations: here those processes of development of formal intelligence that began in adolescence are strengthened and improved. However, there is a certain specificity here and it is caused by the unique development of the personality of a senior school student.
The thinking of a senior schoolchild takes on a personal, emotional character; intellectual activity here acquires a special affective connotation associated with the self-determination of a senior school student and his desire to develop his own worldview. It is during this period that the teacher needs to update students’ cognitive and social motives. The purpose of the period of adolescence in the life of every person is to expand the horizons of knowledge of the real world, other people and oneself, to develop one’s own attitude towards all this, to find one’s place in society and to determine life tasks. Hence the students’ interest in the most general, universal laws of nature and human existence, the desire to comprehend the theoretical and methodological foundations of scientific disciplines, a keen interest in understanding human capabilities and inner world person, a tendency to introspection and self-esteem. Motives will manifest themselves differently depending on the situations in which the child finds himself. Moreover, motives are not clearly evident in all situations. Therefore, it is necessary not just to observe for a long time, but to observe in situations where the qualities being studied can manifest themselves.
The central psychological process of adolescence is the development of self-awareness. On the basis of the emerging self-awareness, self-determination of the personality of a high school student occurs, a particular manifestation of which is professional self-determination. It is worth noting that the student’s personality is unique. One has a low level of motivation and good mental abilities; the other has average abilities, but the motivating forces for finding solutions are great. Sometimes a student has good abilities, deep knowledge, and the result of his creative independent activity is very average. The success or failure of an individual in educational activities cannot be explained by any of its individual qualities. On the contrary, only by analyzing these qualities in close relationship can one understand the true reasons for the success or failure of a particular student.
The senior student has passed the era of teenage crises and conflicts. At this age, there is an improvement in communication and general emotional well-being of the individual, greater differentiation of his emotional reactions and ways of expression emotional states, increasing self-control and self-regulation. The choice of motives by students reflects a different approach to acquiring knowledge on a given subject and is associated with the interests and goals of the student in the present or future; life plans; established values.
The steps currently being taken to improve the system of forming social activity of schoolchildren are aimed primarily at the development of student self-government at school, which can become a natural “testing ground” not only for developing and consolidating socially useful qualities in students, but also in general for a more complete and harmonious development of their personality. We can say that the motives of personal self-affirmation are manifested here; they are associated with the student’s desire to change his opinion, assessment of himself by the teacher and peers.
Becoming social active position The identity of a high school student is realized, of course, not only in the course of their participation in the public life of the team. It occurs at every moment of their school life and study and is determined, in particular, by the norm of established relationships and the nature of communication. Motives for communicating with peers are associated with the general emotional and intellectual background in the educational community and the prestige of the knowledge of a knowledgeable student. The choice of these motives in the classroom is an indicator of the intra-collective interests of students related to the cognitive sphere of activity.
The considered features of the development of the cognitive sphere and personality of a senior school student are reflected in all types of his educational activities. In the classroom, a high school student is distinguished by active thinking, a focus on solving mental problems, a taste for logical ordering and systematization, a search for universal patterns, an independent finding of ways of generalized orientation in the material, and theoretical generalizations. Cognitive motivation of students, as a rule, is characterized by a focus on self-education in a given academic subject. In this case, the student attaches great importance to the content side of teaching, and therefore to the teacher’s personality and communication with him.
The high level of intellectual activity available to high school students is due to many reasons. One of them is more developed than before, the arbitrariness of mental activity in general and the associated ability to actively regulate one’s behavior. This ability is especially pronounced in the area of memory. A high school student who has set himself the goal of achieving certain success in his studies is capable of serious volitional efforts.
A high school student who strives for self-knowledge, determining his “limits” and capabilities, is impressed by a fair and objective assessment that reflects the actual level of his achievements. He strives for knowledge, not marks.
However, one cannot help but notice another trend, characteristic mainly of high school students. In their attitude to grades, a certain practicality appears, caused by anxiety about the final performance indicators. Failures and unfulfilled hopes for a good grade are experienced dramatically by many, often leading to breakdowns and even attempts to put pressure on the teacher.
From the given characteristics of the cognitive, moral and emotional-volitional spheres of a high school student, certain conclusions can be drawn about the priority importance of individual topics in the organization of their communication in the lesson. Interest and a deep emotional response here, as a rule, are aroused, firstly, by pressing problems of politics and social life, which enrich the general picture of the world that is being built by high school students and make adjustments to it.
Secondly, as you know, the most important subject of communication with others in early youth is a person with his properties and capabilities, advantages and disadvantages, and, in particular, the student’s own self. In this regard, in the lesson, the most lively reaction is caused by the problems of moral values and the moral world of the individual, human relations, feelings, especially those moments when it is necessary to comprehend and evaluate the moral position of the individual; perhaps it is these aspects that motivate the high school student in his studies.
High school students, with their increased mental inquisitiveness, have an aversion to information-poor forms of work (this includes repeated repetition of what is already known, purely formal transformations of content, etc.). They are impressed by this organization of communication in the lesson, when there is a choice between different points of view, a comparison of alternative approaches, defending one’s point of view, and an argument. The only way evoke a deep emotional and moral response from a teenager or young man - put him before a problem close to him, forcing him to think independently and formulate a conclusion. That is, at each stage of the lesson it is necessary to use problematic motivations and tasks. If the teacher does this, then usually the students' motivation is at a fairly high level. It is important to note that the content is educational, i.e. internal. In such conditions of personal self-expression, a real speech task arises, as well as communicative motivation, ensuring a person’s proactive participation in communication. Personal individualization involves taking into account the context of the student’s activities, his life experience, his sphere of interests, desires, spiritual needs, worldview, emotional and sensory sphere and the status of the individual in the team.
The above allows us to appreciate the complexity of the tasks that a teacher faces in high school. Solving them requires him not only to constantly improve his professional level, but also to make serious efforts to improve the psychological culture of his activities.
. Analysis of the experience of pedagogical activities aimed at updating the motives of learning
History lessons are classes that a teacher teaches in a classroom at school: they have the same duration, are carried out according to a schedule, and in total must exhaust the study of the program. There are other forms of organizing training: seminars and conferences, educational excursions, additional classes, consultations, etc. Students' homework is of utmost importance. High efficiency of training is achieved only with the skillful use of all forms of its organization. A history lesson is a part of the educational process, but not mechanically conditioned and closed, but logically and pedagogically completed. A history lesson is part of the content that occupies a certain place in the school course system and is structured according to a problem-chronological principle: events and phenomena are presented in a complex at each given period of time. A history lesson is a complete segment (stage, link, element) of the educational process in terms of meaning, time and organization. The lesson has a number of advantages compared to other forms, in particular individual ones: it has a more strict organizational structure; creates favorable conditions for mutual learning, collective activity, competition, education and development of students. At the same time, this form of education is not without shortcomings that reduce its effectiveness, the main one of which is the reliance (orientation) on the “average” student.
I became familiar with the specific teaching methods of my history teacher.
History lesson in 11th grade on the topic "The Beginning of the Second World War and the Great Patriotic War"
Lesson objectives:
Educational - introduce students to the beginning of the Second World War and the Great Patriotic War, determine their causes; introduce students to the procedure for studying these events within the module;
Developmental - to continue the formation of skills in working with a computer textbook, with historical documents;
Educational - to cultivate respect for the historical past, patriotic qualities.
Lesson equipment:
textbook "History of Russia. 20th century" 11th grade. / Ostrovsky V.P., Utkin A.I.;
computer textbook "History of Russia. 20th century" / Antonova T.S., Kharitonov A.L., Danilov A.A., Kosulina L.G. - M.: "Clio Soft", 2005;
presentation "The Beginning of the Second World War and the Great Patriotic War" and a multimedia device; fragments from plans "Barbarossa" and "Ost"
Lesson plan:
International relations and foreign policy USSR on the eve of the war (checking the background and updating knowledge).
The beginning of the Second World War, its causes and periodization (use of presentation).
Plans of Nazi Germany in the war with the USSR (analysis of historical documents).
The beginning of the Great Patriotic War (independent work of students).
During the classes
At the beginning of the lesson, a presentation slide is displayed on the screen and the teacher announces the topic of the lesson, explains the learning goal and introduces students to the procedure for studying the module “World War II and the Great Patriotic War.” In order to update students’ knowledge, the teacher organizes a survey in the form of a conversation on what was previously studied in courses on the history of Russia and general history materials.
How did the growing tension manifest itself? international relations in the 30s?
When and why was a non-aggression pact concluded between the USSR and Germany?
What territories became part of the USSR on the eve of the war?
What was the lack of preparation of the USSR for war?
Give general characteristics foreign policy of the USSR in the 30s.
The study of new material is carried out by the teacher using a presentation. Slides are displayed on the screen and the teacher explains when and how the Second World War began.
The teacher explains to students the points of view on the periodization of the Second World War and offers one of the options for periodization, and students fill out the table:
Periodization of World War II
Period and chronological frameworkMain content of the periodFirst period (September 1, 1939 - June 22, 1941) From the attack on Poland to the beginning of the Great Patriotic WarSecond period (June 22, 1941 - November 1942) Defensive battles of the Red Army, defeat of the Germans near Moscow, failure of the plan "blitzkrieg" Third period (November 1942 - December 1943) A radical change in the course of the war Fourth period (January 1944 - May 9, 1945) The defeat of Nazi Germany, the end of the Great Patriotic War Fifth period (May 1945 - September 2, 1945)Surrender of Japan, end of the war
The question of the causes of the war is explained on the basis of the students’ knowledge of international relations on the eve of the war.
To consolidate the acquired knowledge, students are asked questions:
Why did World War II start?
What event begins the war, when did it happen?
After the story about the “strange war,” the teacher talks about Hitler signing a directive to start a war against the USSR. Then work is organized with fragments from the texts of the Barbarossa plan and the Ost plan.
With the beginning of the Great Patriotic War, students independently become familiar with the process of working with a computer textbook and completing assignments.
The completion of assignments is organized by the teacher in the process of individual checking of workbooks during the independent work of students.
After summarizing the results of the students’ independent work, the teacher explains the procedure for completing homework: using the material on pp. 232-236 of the textbook, lesson notes, answer questions 3, 4, 5.
The teacher updates the following motives in lessons:
Social motives, stability of positive academic performance, which encourages persistent, systematic educational work. To do this, the teacher encourages the student to study a certain field of science, become a humanist, or study at a university. This betrays the direction of the student’s entire educational activity. This manifests itself in checking and receiving homework, any additional assignments from the teacher.
Cognitive motives, interest in educational material, desire to learn it. This task is solved using specific didactic methods and techniques. The teacher directs the student’s attention to the material of a specific topic, creates a stimulating situation, influences the student’s personality, relying on his characteristic motivation. The teacher clearly and clearly presents the material about the beginning of World War II and the Second World War.
The teacher updates situational motives associated with specific situations that encourage the student to actively learn. This is a mark, praise, remark, punishment, individual task. Questions are asked about the topic of the lesson, the teacher ultimately determines whether the students have mastered the topic or whether they need to dwell on some point in more detail.
Students' responses to motivation vary from student to student. This means that it is necessary to take an individual approach to students. My classmate Oleg required special forms of motivation. He believed that the teacher should always explain the topic to him individually, otherwise he would not remember anything. To do this, Andrei Petrovich needs to know Oleg’s personality more deeply and look for a different approach to the child.
Even what seems at first glance to be the simplest course of a lesson can lead to the actualization of schoolchildren’s learning. As the teacher himself explains: it is known that people who expect success in performing an activity do it better. The expectation of a high (positive) result influences the formation of a person’s sense of effectiveness, which encourages him to perform better. Faith in one’s abilities, in one’s own ability to overcome difficulties, encourages persistent work. And if a person is not confident in his abilities, does not hope for success, then this “discourages” the desire to work. Belief in one’s own success depends on success in previous attempts (activities) and on the appropriate attitude towards success. If a person has often achieved success in the past, then this has a positive effect on the formation of hope for success (he believes in himself and in his ability to achieve success). And defeats and failures in the past negatively affect faith in success. After a series of failures, a person loses self-confidence and expects defeat in subsequent attempts. That is why, in order to develop a sense of effectiveness in activity, it is important to have at least small successes. Confidence in own abilities can increase a person’s faith and the effectiveness of his activities. When a person realizes that he has abilities that can ensure success, this has a positive effect on his confidence in the success of his own actions.
Another important factor in self-confidence is the availability of resources that can help you achieve your goals. You should carefully review all resources (methods, knowledge, people who are inclined and able to help) and think about how you can use them.
The value and attractiveness of success in a particular activity is another important factor that determines achievement motivation (the desire to succeed). Achievement motivation and achievement behavior depend largely on the field of activity, the attractiveness of the activity, and the value of success in that particular activity.
A student may be persistent in mathematics lessons (the value of success in mathematics is high) and indifferent to success in history (the value of success in history is low). It is important to determine the following:
What is the importance of mathematics for your future work?
How important is knowing the story in your work?
The above questions help assess the significance of success in a particular area. The importance a person attaches to achievements in a certain area determines not only the choice of further activities, but also the motivation for achievement in that area (how intensely a person will work to achieve success in this area).
It is important to emphasize the provisions of the organization of moral education:
man is the highest value and his childhood is an enduring, valuable period of life;
it is necessary to study the nature of the child, his individuality, recognizing that the child is an independent person who has rights and responsibilities and therefore requires respect for his interests;
liberation of children from prohibitions, which allows the young person to show individuality, develops communication experience, and gives freedom of action in which the child experiences all the consequences of his actions;
recognition of the child as an active subject of the educational process, actualizing his human essence and ability for self-knowledge, self-development, self-determination in the world;
presenting high demands on the personality of the teacher as a subject of pedagogical culture, the pedagogical process and his own life creativity.
My history teacher emphasizes that, in general, we consciously strive for what we think can actually be achieved. He always told us that we need to set realistic goals for ourselves and do everything possible to achieve them, be it play, study or work. We need knowledge of history to understand our time and use its lessons in practical activities. And for this purpose, it is necessary to show students the significance of each event and phenomenon being studied, and consistently rely on the actualization of their life experience and social practice. A history textbook should include, especially in high school, a large number of documents integrated into the text of the paragraph, avoid preliminary value judgments, allowing students, under the guidance of a teacher, to come to the necessary conclusions based on an analysis of sources. The history teacher assigned essays on the topic “My Genealogy,” assignments such as writing down the stories of family members who participated in the Great Patriotic War, so that we would make the most of the natural human need to know our roots. I believe that the teacher thus actualized social motives. Organizing the educational and cognitive activities of students, based on their needs, interests, aspirations and desires, activity and independence, selecting bright, imaginative, personally significant information, creating psychological comfort, taking into account the styles of teaching, communication and learning, the teacher was able to solve the problems of developing positive motivation as a function of the individual, providing a constant source human energy for practical activities. As a result of educational activities, specifically in history lessons, our class achieved many successes. More than half of my classmates entered universities, 10 of them wanted to continue studying the humanities. Two of my classmates entered the pedagogical college with a degree in history and social studies. Thanks to our teacher, we became true patriots of our state, for example, my classmate entered the military academy, he wants to become a defender of our country. The teacher developed in us a love for our small Motherland; whenever I go to Novosibirsk, I am drawn to our small town. We are interested in continuing to study history and discover something new for ourselves. My friend, for example, started compiling his family tree; he really wants to know where the roots of his last name came from.
Conclusion
In modern conditions, a comprehensive school is called upon to solve a whole range of important tasks, the leading place among which is the development of positive motivation for learning as an important factor in the success of training and education. Learning occupies almost all the years of personal development, starting from kindergarten and ending with training in higher education educational institutions. Receiving an education is an indispensable requirement for any individual, therefore the problem of developing positive motivation for learning in schoolchildren is one of the central ones in pedagogy and educational psychology.
Motives are understood as all the factors that determine the manifestation of educational activity: needs, goals, attitudes, sense of duty, interests, etc. Motivation is usually understood as a set of motivations for activity. The motivation for learning consists of many parties that change and enter into new relationships with each other. Therefore, the development of motivation is not a simple increase in a positive or negative attitude towards learning, but there is an underlying complication of the structure of the motivational sphere, the motives included in it, the establishment of new, more mature, sometimes contradictory relationships between them. One of the teacher’s tasks is to develop learning motivation.
If a teacher can come to an understanding of the reasons for a child's behavior, then he comes closer to managing not only the child's learning, but also their motives. But the task of developing learning motivation among schoolchildren is quite real. The development of learning motivation is unthinkable outside the student’s age and his specific psychological characteristics. This means that when starting work on developing positive motivation for learning in a given class, the first questions a teacher should ask a given student are questions of the development of motivation at a given age. Pedagogical management of the process of development of positive learning motivation in schoolchildren is carried out by the content of educational material; organization of educational activities; collective forms of educational activities; assessment of educational activities; style of teaching activity. The process of developing positive learning motivation in schoolchildren is distinguished by its individual pace and character, the meaningful originality of the manifestations of individuality properties. Therefore, it is possible to increase the efficiency of this process through the organization of individual and differentiated work, including a system of corrective and stimulating methods, forms and techniques of work.
Actualization considers the development in schoolchildren of the necessary motivation for learning, a persistent and serious desire to learn, relying on the student’s existing motives and inducing new ones. It should be borne in mind that the necessary motives can only develop in the process of learning. At the same time, it is necessary to create in the classroom, at school, in the family an atmosphere and environment conducive to the emergence of new motivational attitudes. Changes in a child’s internal attitude to the level of his capabilities depend on the age-related characteristics of the child’s development. The teacher must observe, guide and develop the student’s motivation using various methods and techniques.
In the pedagogical process, the development of positive learning motivation in schoolchildren is part of the process, without violating the integrity, that is, the unity of purpose, content, selection of optimal means, control methods, and summing up is ensured.
So I came to the following conclusions: 1. Techniques of the teacher’s activity that contribute to the development of positive motivation for learning among schoolchildren in general are:
general atmosphere in the school and in the classroom;
the student’s involvement in collective forms of various types of activities;
the relationship of cooperation between teacher and student, teacher help not in the form of direct intervention in completing a task, but in the form of advice that pushes the student himself to the right decision;
involving students in assessment activities and developing adequate self-esteem in them;
entertaining presentation of the material (interesting examples, experiments, facts), an unusual form of presenting the material, causing surprise among students;
educational games, situations of dispute and discussion;
independent implementation of educational activities by the student, self-control;
analysis of life situations, explanation of the social and personal significance of learning and the use of school knowledge in future life;
the teacher's skillful use of encouragement and reprimand.
The development of positive learning motivation among schoolchildren is facilitated by special tasks to strengthen individual aspects of motivation:
exercises for cooperation with an adult, first on the material of an inaccessible task, to search for new approaches to a problem with hidden possibilities. Here, the willingness to cooperate and help one student to another, the desire for independence is encouraged;
tasks using a choice situation;
exercises to strengthen self-esteem and solve problems of increased difficulty;
exercises for goal stability;
exercises to relieve anxiety and tension, strengthen positive emotions.
The development of positive learning motivation in schoolchildren occurs at certain stages of the lesson:
at the initial stage of the lesson, you can update the motives of previous achievements, evoke motives of relative dissatisfaction, strengthen the motives of orientation towards the upcoming activity, strengthen the involuntary motives of surprise, curiosity, etc.;
the stage of reinforcement and strengthening of the arisen motivation, at at this stage different types of activities are used, educational material is selected according to the degree of difficulty;
stage of completing the lesson, the main thing here is to strengthen the assessment activities of students in combination with differentiated marks from the teacher.
Bibliography
1.Aseev V. G. Motivation of behavior and personality formation. M., 1976. - 158 p.
.Bozhovich L. I. The problem of developing the child’s motivational sphere. // Study of the motivation of behavior of children and adolescents. M., 1972. - 53 p.
.Dubravina I. V. Developmental and educational psychology: Tutorial- M.: Academy, 2002. - 138 p.
.Approximate thematic planning of educational material on history in high school: 10-11 grades / comp. A.V. Ershova. - Voronezh: Voronezh State. ped. univ., 2002. - 83 p.
.The concept of specialized training at the senior level of general education // Teacher's newspaper, 2002. - No. 31.
.Koryagina O. P. Problem adolescence. // Classroom teacher. 2003. - No. 1.
.Leontyev A. N. Activity. Consciousness. Personality. M.: Politizdat, 1975. - 304 p.
.Leontyev A. N. Needs, motives and emotions. M., 1971. - 1, 13-20 p.
.Markova A.K. Formation of learning motivation at school age: A manual for teachers. M.: Education, 1983. - 96 p.
10. Methodological letter on the use of Unified State Examination results. // Teaching history in secondary school. - Access mode: http://www.tipi.ru
Rubinstein S. L. Fundamentals of general psychology. M.: Pedagogy, 1989. - T.1. - 275 s.
Standard of secondary (complete) general education in history. A basic level of. // Teaching history and social studies at school. 2004. - No. 7.
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Master class “Motivation of students in humanities lessons using the example of teaching history and social studies”
Studying teaching experience previous generations it becomes clear that the main task a modern teacher in the context of new state educational standards is to teach a child to navigate reality information society, independently obtain, analyze and systematize information, and not provide the largest possible amount of knowledge. Which, however, does not negate the need on the part of the student to make certain efforts to memorize the required amount of knowledge on the subject.
Man, as a creature following the path of least resistance, naturally assimilates ready-made knowledge more easily, but this is a dead-end path, preparing a performer, not a researcher, a gray mass, but not an active personality. The path of search, research, and self-development is not easy for a student. It repels many precisely because of its difficulty, the enormous effort that needs to be spent in order to gain a grain of knowledge. It is quite rare to find children in whom the “instinct of cognition” is so well developed that there is no need to push it and you can be sure that it will make its own way. We call such children geniuses, gifted children. But there are a lot of other children in whom the researcher is either “asleep” or crushed by the eternal “you can’t”, “don’t touch”, “it’s none of your business”...
It is well known that today the idea of the educational process as a process of information transfer is changing. The role of the teacher is also changing. The role of the teacher is not to convey information more clearly, understandably, or more colorfully than in a textbook, but to become an organizer educational activities, where the student, the “subject,” becomes the main character. The teacher must organize and manage the student’s educational activities, focusing primarily on the child’s personality.This can be realized using various technologies adequate to the assigned tasks. But, first of all, in pedagogical activity the teacher is faced with the problem of mastering the technology of development educational motivation as the most important factor in the development of a successful personality, satisfying her educational needs and designing a path to self-development.
It is the technique of developing educational motivation in the classroom that allows the teacher to gain new opportunities to influence the traditional learning process and increase its effectiveness. (How to encourage a child to study?)
One of the pressing problems in education today is learning motivation.
Currently, schoolchildren have little motivation to study. There are many reasons for this. A decrease in motivation is determined by a lack of interest in the subject being studied, overloaded programs, and the isolation of the material being studied from life and from the needs of students. When studying motivation, the question arises of what is its driving force. What, in turn, forms motivation?
In answer to the question that has arisen, it should be noted that the formation of a child’s positive motivation is influenced not only by the teacher, but also directly by the parent and the student himself, i.e., work on developing motivation should be in tandem. All “three” parties to the process must clearly define for themselves what they want to get as a result, i.e. we come to the conclusion that the driving force of motivation is the real needs of the individual.
What can I do as a teacher to motivate children in class?
Firstly, when working with children, it is necessary to take into account their age and psychological characteristics; according to this, they can be divided into groups:
1 Children with high and medium motivation
2. Children with low motivation
However, despite the different levels of motivation, both children need constant activation of motivational processes. Based on this, I use the following technologies, innovative methods and forms of work in the classroom - interactive teaching methods, the development of critical thinking, a collective way of learning (CSR), the use of computer technologies (ICT), and person-centered learning (PLL).
It is necessary to motivate the student at all stages of the lesson.
1. At the stage of inducing similar motivation;
- “setting up for a lesson”
- "Association"
- attractive goal (a clear, simple and attractive goal is set, in fulfilling which the student, willy-nilly, performs the educational action planned by the teacher) (cf. link-interest or practical significance, senior link - practical significance)
2. At the stage of reinforcement and strengthening of the emerging motivation:
- “catch a mistake” (while explaining the material, the teacher intentionally makes mistakes);
- press conference (the teacher does not fully disclose the topic, inviting students to ask questions that reveal it);
- advice from students or an insecure teacher (on various issues and problems, the teacher consults with the children);
- a question to the text (before studying the topic, the task is set: make a list of questions on the topic, etc.).
- using ICT - independent preparation of a topic or a separate question using a presentation, searching for information on the Internet. Watching documentaries.
- the student acts as a teacher
- pair (mutual learning) work
- group work (+ objectivity of student assessment)
3. At the end of the lesson:
- summary survey (the teacher asks questions that encourage reflection on the lesson);
- delayed riddle (give a riddle at the end of the lesson or during the lesson in order to start the next lesson with it).
- “box of questions”
- "snowball"
4. At the stage of presenting homework:
- “ideal task” (the teacher invites students to complete work at home according to their own choice and understanding);
- “alternative task” the teacher offers the student 2 different-level tasks, the student has the right to choose which task he will complete
- discussing homework (the teacher discusses with the students what the homework should be so that new material was qualitatively fixed);
- creative homework; (for example, in 5th grade, draw a family coat of arms, family tree)
- homework for two.
- advanced tasks
The use of all of the above methods and techniques of “pedagogical techniques” gives a positive result in motivating the student to take action not only in class, but also in extracurricular activities, awakening his interest in the subject being studied.
An equally important final element of motivation is praise, teacher approval and timely assessment of the student’s performance. However, it is important that the “assessment” does not become a motivation for action. “Assessment” is not an “end in itself”, but only an assessment of the child’s activities. And our task today is for the child to be aimed primarily at “obtaining the knowledge he needs” from the many “information sources” that he has at his disposal.
In conclusion, I note that it is necessary to use various pedagogical techniques to develop positive learning motives in the student. The use of various techniques, methods, and pedagogical techniques allows the child to make learning the leading activity, acquire a personal meaning of learning, and form a positive attitude towards himself, which are indicators of positive motives for educational activity. The teacher’s work on the development of learning motivation provides the student with an understanding of the material being studied, successful completion of tasks, leads to satisfaction with the work performed, supports the desire to experience success in the lesson and be successful in learning. We must remember that each student is deeply individual and complex. It is also difficult to find pedagogical techniques that motivate students to learn. St. Augustine once said: “Man is a great depth... It is easier to count the hairs on his head than the feelings, thoughts and inclinations of his heart.”
Bibliography
1. Butylina, E.V. “Factors influencing the quality of education” / E.V. Butylina // Head teacher, –2005. No. 7. pp. 17-21.
2. Bozhovich, L. I. Studying the motivation of behavior of children and adolescents. – Moscow: Education, 1972. – 95 p.
3. Gin, A. A. Techniques of pedagogical techniques. – Moscow: Vita-Press, 2006. – 112 p.
Agarok Svetlana Vladimirovna,
teacher of history and social studies, GBOU secondary school No. 121
Kalininsky district of St. Petersburg
“A student is not a jug that needs to be filled with knowledge, but a torch that needs to be lit.”
Studying the pedagogical experience of previous generations, it becomes clear that the main task of a modern teacher is not to give as much knowledge as possible, but to teach a child to navigate the realities of the information society, to independently obtain, analyze and systematize information. Which, however, does not negate the need on the part of the student to make certain efforts to memorize the required amount of knowledge on the subject.
Man, as a creature following the path of least resistance, naturally assimilates ready-made knowledge more easily, but this is a dead-end path, preparing a performer, not a researcher, a gray mass, but not an active personality. The path of search, research, and self-development is not easy for a student. It repels many precisely because of its difficulty, the enormous effort that needs to be spent in order to gain a grain of knowledge. It is quite rare to find children in whom the “instinct of cognition” is so well developed that there is no need to push it and you can be sure that it will make its own way. We call such children geniuses, gifted children. But there are a lot of other children in whom the researcher is either “asleep” or crushed by the eternal “you can’t”, “don’t touch”, “it’s none of your business.” How to awaken the innate need for knowledge in such children? How to interest them in the constant search for the joy of their small discovery? How to form stable positive motives for cognitive activity? Truly an eternal problem facing pedagogy. Therefore, maintaining a reasonable balance between these aspects of the teaching process is the main difficulty and at the same time the main opportunity for creative self-expression of the teacher.
The prospect is tempting - the child will study well not because his parents scold him for a bad grade or because he is ashamed in front of his classmates, but because he will find it necessary, pleasant and, most importantly, interesting. And as a result, we will have an active personality striving for self-realization. That is why, first of all, it is necessary to structure the educational process in such a way as to interest the child in the difficult but interesting “road of knowledge”, show him the direction of the path, and then equip him with all the necessary skills for active research, analysis and transformation of reality.
What methods can be used in history lessons to increase student motivation?
- Game method.
“Cognitive games (didactic) are specially created situations that simulate reality, from which students are asked to find a way out. Main purpose this method- stimulate the cognitive process. The student receives such incentives in the game, where he acts as an active transformer of reality.”
The use of an activity such as a game in the educational process is due to the fact that the child receives pleasure not only from a positive result, but also from the learning process itself. For some time, the subconscious perception of mastering knowledge as some kind of difficult and boring activity is replaced by an easy and fun pastime. The time and duration of the game break should be selected in accordance with the topic of the lesson, the volume of the necessary presentation of theoretical material and should serve as an addition to the lesson, but in no case should it replace or replace the learning process.
Games can be used by everyone school age, the main thing is to take into account the student’s perception of the game moment as an activity appropriate to his age, so that the game in the lesson does not turn into a farce. To interest a child, it is not necessary to organize a whole theatrical performance; you can include game elements in any part of the lesson; many games do not require special preparation and their use is not difficult. For example, for students in grades 5-6, this could be a warm-up game at the beginning of a lesson to check homework, dividing the class into teams, or a whole lesson-game to summarize material on the topic covered. At the same time, for students in grades 8–9, a debate game is more suitable, where high school students not only show the knowledge acquired in the lessons, but also express their personal opinion on a given topic.
- Problem problem method.
“The process of thinking originates in a problem situation.”
The method of problem-based educational tasks is understood as a way of teaching a student to independently solve educational problems, the method of solving which he does not yet know.
A properly selected textbook can help a lot here. Systematic application of elements of problem problems with multivariate solutions set out in the educational book will also contribute to the development of extraordinary thinking in children, and is not so labor-intensive for a teacher to implement. The main success in this experiment can be considered an increase in the activity of children, a flurry of questions, and non-standard answers.
In practice, this manifests itself in the fact that teachers demonstrate to the class a false and contradictory picture of the search for a solution, all the difficulty of this work, providing not only productive, but also dead-end trains of thought, analyzing and evaluating them accordingly. Students become active participants in the process of finding a solution, begin to understand the sources of its occurrence, and do not just memorize the stages of obtaining the result. In the process, they more easily realize the reasons for their mistakes and difficulties, evaluate the method found, and compare it with those proposed by other students.
When using this method, the role of the teacher in the educational process changes significantly. He meaningfully engages in creative collaboration with schoolchildren when completing educational tasks, which involves a joint discussion of different approaches to solutions, a struggle of opinions, a clash of points of view. At the same time, the teacher and students become relatively equal participants in joint learning activities.
- Use of media and computer technologies.
Computer technology is becoming more and more firmly established every day in educational process. This is no longer an exclusive innovation, but a vital necessity. Historical science, as one of the few sciences where the possibilities of scientific experiment are limited by the subject of study itself, has always needed a colorful reproduction of event material. The teacher, forced to rely, at best, on a thematic map, albums with reproductions and old films, had to rely more on his lecturing abilities. The emergence of various educational resources dedicated to history has significantly facilitated and diversified the work of a teacher. Particular attention should be paid to expanding opportunities in the study of topics related to culture. Only with the help of media and computer technologies do we have the opportunity to fully introduce children to the treasures of world architecture, sculpture, and architecture, which many will not have the opportunity to see in person.
- Scientific research work.
The highest degree of success in the formation of positive motives for cognitive activity is scientific research work with students. The desire of children to conduct their own research is the main indicator that the teacher’s activities in line with the development of cognitive activity have yielded positive results. Since independent research is associated with difficulties of an objective nature and requires a lot of time and perseverance, the fact of going to scientific conferences with work, and even more so, a positive assessment at them, means a lot for children.
You can be sure that these are already independent individuals, prone to searching and analyzing information, individuals who will take an independent life position, which is so necessary for modern Russian society.
- Project method.
The project method originated in the second half of the 19th century in US agricultural schools and was based on the theoretical concepts of “pragmatic pedagogy”, the founder of which was the American idealist philosopher John Dewey (1859 – 1952). In modern pedagogy, the project method is used not instead of systematic subject teaching, but along with it as a component of the education system.
The project method allows you to solve one of the most pressing problems modern education– the problem of motivation. Using traditional methods, children cannot be captivated by their studies. Not only those who are lagging behind, but also gifted children also sometimes get bored in class. Therefore, it is necessary to put forward a problem for children that is interesting and significant for everyone.
For the creative productivity of a project, it is important to formulate tasks that do not have uniform, pre-known solutions. The formulation of an open task can be the result of a collective discussion of the problem. The height of a teacher’s skill is the situation when a hypothesis or problematic question is formulated by the students themselves.
“A learning project from a student’s point of view is an opportunity to do something interesting independently, in a group or by yourself, making the most of your capabilities; This is an activity that allows you to express yourself, try your hand, apply your knowledge, bring benefit and publicly show the results achieved; This is an activity aimed at solving an interesting problem, formulated by the students themselves in the form of a goal and task, when the result of this activity - the found way to solve the problem - is practical in nature, has important applied significance and, most importantly, is interesting and significant for the discoverers themselves. From the teacher’s point of view, an educational project is a didactic tool that allows you to teach design, i.e. purposeful activity to find a way to solve a problem by solving problems arising from this problem when considering it in a certain situation.”
This method allows the teacher to feel the importance and necessity of his work when the problematic questions posed by the children are not only interesting, but also new for the teacher himself. At the same time, students can choose a task to their liking in accordance with their abilities and interests, and when completing projects they learn to independently search and analyze information, integrate and apply previously acquired knowledge. As a result, children develop their creative and intellectual abilities, independence, responsibility, skills to plan and make decisions are formed. Students' educational projects should be prototypes of projects in their future adult life. By completing them, children gain experience in solving real problems, moving forward towards their goals.
Another feature of this method is its close connection with other methods of increasing student motivation: game elements may be present, the method of problematic tasks is used, scientific research is carried out, and the latest technologies are used. Computer techologies, such as Email, search engines, electronic conferences, olympiads, competitions.
In conclusion, I would like to note that all the teaching methods discussed will really bear fruit only if the teacher does his job with love and respect for children, in every possible way supports and develops their hard work, thirst for knowledge and creative potential. Only if the teacher himself is interested in the results of his work is the process of teaching and educating the younger generation possible.
Literature:
Ushinsky K.D. Pedagogical works in 6 volumes, vol. 5. - M.: Pedagogika, 1990.
Podlasy I.P. Pedagogy. New course: Textbook for students. ped. universities: In 2 books. - M.: Humanitarian publishing house. VLADOS center, 1999.
Rubinshtein S.L. About thinking and ways of its research. M.: Publishing House of the USSR Academy of Sciences, 1958.
Pakhomova N.Yu. Method educational project V educational institution. – M., 2005.
interesting methods and techniques for working in the classroom that will help make lessons more interesting, exciting and help improve the quality of students’ knowledge.
“Motivation of educational and cognitive activities of students in history and social studies lessons”
All schoolchildren are curious by nature, both young and old, this is worth using.
A) Entering the classroom with music. The music must be matched to the topic of the lesson. For example, the theme “Industrialization in the USSR” is “March of Industrialization”, the theme “The Beginning of the Great Patriotic War” is “Song of the Defenders of Moscow”, the theme “Stalin’s Cult of Personality” is the song “Long live Stalin!” and etc.
Hearing a song during recess, children begin to ask: “What is this? What is it for? What are we going to do? What's the topic?
The intrigue is created, the students are impatient.
For some songs, you can print out the lyrics, one or two verses, and distribute them to everyone at their desks before the start of the lesson. During the break, they will read the text and can already formulate, if not the topic of the lesson, then some points that will be discussed in this lesson.
And if you also pose problematic questions to the lyrics and come up with interesting tasks, the success of the beginning of the lesson is guaranteed, and time is saved on formulating the purpose of the lesson.
Example: excerpt from “Song of the Defenders of Moscow”
(for children it is better not to indicate the name of this song)
Attack in steel ranks
We are walking with a firm step.
The native capital is behind us,
Our border has been appointed by the Leader.
Platoons line up on the march
The earth hums underfoot,
Our native factories are behind us
And the red stars of the Kremlin.
Questions:
What historical event are we talking about?
What significance did this event have in the history of our Motherland?
What would you like to know about this event?
B) "Black box".
A thematic subject can be an equally intriguing moment at the beginning of a lesson. Any box, preferably a larger one, is placed on the desk; an object related to the topic of the lesson is hidden in it.
For example, in social studies, the topic is “Family” - three figures of a person of different sizes cut out of paper; You can put a thematic photo in the topic “Global Problems” - photo nuclear explosion, terrorist attack, garbage dump; by law, starting the study of a separate branch of law - family, criminal, labor codes, etc., by history it could be the figure of an Egyptian pyramid, coins and banknotes from different periods, small busts of Stalin, Lenin, portraits of political leaders, household items and others material historical sources.
In order to open the box, you need to guess, using leading questions, what is hidden in it.
And when the object has become known, the teacher asks a series of questions: Why do you think this particular object was hidden? What information can he give us? Etc.
C) Playing meteorologists. I use this game regularly in my lessons. Moreover, my students are not meteorologists, but economists, bankers, political scientists, and historians. In economics lessons, studying the topics “Exchanges”, “Money”, “Banking System”, schoolchildren predict the exchange rate of the dollar, euro, and precious metals. At the beginning of the lesson, everyone writes on a piece of paper the current currency exchange rate and predicts its change over the week (since we have an economics lesson once a week). Students are looking forward to the next lesson to find out if the prediction has come true.
We make the same forecasts during election campaigns. Which parties will get into the State Duma in the parliamentary elections, what will be the ratio of votes received. Who will win the US presidential elections. Topics may be different. This game not only helps to increase students’ motivation, but also stimulates their cognitive activity outside of class.
D) “Hello, sit down!” A banal phrase with which most teachers begin their lesson. I suggest trying to sit at your desk in different ways.
Those who believe that the architect Ton K.A. will sit down. was the author of the Cathedral of Christ the Savior;
Those who believe that the Cathedral of Christ the Savior is located in Novogod will sit down;
These can be dates, terms, events, people, statements ( better questions display and accompany with images.
And such options: “Hello, sit down!” there may be many, different pictures, maps, diagrams, dates, questions. You can use a video series, ask oral riddles. Such a game has several effects: updating knowledge, clarifying stubborn questions, activating interest, and training.
A modern lesson must change both externally and internally.
A simple rearrangement of desks changes the child's attitude towards the lesson. In my office, the desks are not in rows, sometimes with the letter “P”, sometimes with two desks together, sometimes with one large table. Schoolchildren are very happy about this little thing, they are all motivated for the lesson and ready to work, expecting something interesting (in these conditions there should be work rules that everyone is familiar with in order to avoid possible risks).
As for the forms of work in the classroom, based on the new requirements for educational results, the group form of work prevails. When organizing work in pairs and groups, each student has the opportunity to express his opinion, argue, and prove his point of view. And what is especially important, the group form of work allows you to solve the problem of an individual approach in conditions of mass training. Schoolchildren learn to discuss problems, look for solutions, distribute responsibilities in accordance with their abilities, and present a joint result.
In a group, any work, even the most boring, becomes interesting, especially if you add a competitive aspect.
I will not go deeper into the technology of group work, but will give examples.
Social science. The topic of the lesson is “Typology of Societies.”
Groups of 3-4 people visually represented different types societies, and then, based on the presented results, carried out comparative analysis formational and civilizational approaches.
Working in groups helped to quickly master a large amount of material, easily identify similarities and differences between these approaches, and allow all students to receive grades.
As a reinforcement on the topic “Management” (economics), students answered the question “Who is a modern manager?”
At the same time, before starting work, schoolchildren independently developed criteria for evaluating this work:
1. Degree of disclosure of the task (informativeness)
2. Logicality, accuracy, correctness of presentation.
3. Creative approach (creativity).
Points
“0” - the criterion is not disclosed,
“1” - there are comments,
“2” - the criterion is fully disclosed.
And each group assessed the work of their classmates according to these criteria, and grades were assigned based on the points scored.
Homework.
Perhaps for many teachers there are no problems with doing homework, but in our school this problem has arisen for a long time. Most students do not do their homework and parents cannot, and often do not want, to deal with this issue, considering it not important.
One methodologist said: “Homework should be such that the child does it in one break on the school windowsill” (of course, we are not talking about all subjects, all topics). Probably, in part, he was right. If a student managed to do his homework during the break, it means that the entire topic was covered during the lesson, the student learned everything, and he did not have any difficulties. I would add to these words: “Homework should be such that the child wants to do it.” Of course, not all homework can be interesting, but whenever possible, I use the homework form as a motivation to study the topic.
Moreover, if a mistake is made in the video, then the video also becomes an assignment for the class for the teacher. (Point out inaccuracies made by the author; find an erroneous judgment or contradiction).
But the most powerful incentive for schoolchildren is success. That is why it is necessary to give the opportunity to make a feasible choice both in class and in homework. The child should have the opportunity to choose the form of work, its volume and complexity.
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